Minorities in the Chemical Workforce Diversity Models that Work: A Workshop Report to the Chemical Sciences Roundtable (2003) / Chapter Skim
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1 Diversity: Why Is It Important and How Can It Be Achieved?
1 Diversity: Why Is It Important and How Can It Be Achieved?
Pages 6-15
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From page 6... ...
Poociry National Institute of General Medical Sciences National Institutes of Health Over the years, the National Institute of General Medical Sciences (NIGMS) has sought and supported programs to increase the number of underrepresented minorities participating in biomedical research.
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From page 7... ...
MAKING FAIR SELECTIONS In recent years there have been gains in the number and percentage of minorities obtaining baccalaureate degrees in the sciences. Underrepresented minorities make up about 12 percent of the bachelor's degree recipients in biology and chemistry (Figure 1.1~.
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From page 8... ...
In 1997, NIGMS convened a small working group to consider alternative criteria that might help guide the design of future Minority Biomedical Research Support and Minority Access to Research Careers programs so that NIGMS could meet the desired outcomes but avoid having race-restricted eligibility for the programs. The group considered alternatives to race and ethnicity, such as defining eligibility by a surrogate marker, such as disadvantage based on geography or quality of schools.
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From page 9... ...
FIGURE 1.3 Modeling career pathways for URM biomedical research scientists, where k= fraction of students graduating per year by ethnicity, W=white, B=black, H=Hispanic. At each transition, the fraction of minority students who go on to the next level is lower than for nonminority students.
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From page 10... ...
In conclusion, at NIGMS we need to evaluate the effectiveness of our programs designed to diversify the scientific workforce and promote the most effective components. The activities highlighted at this workshop illustrate some of the outstanding positive examples.
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From page 11... ...
What that means is that a faculty member has an incentive to recruit minority students. For example, if a student has trouble in his or her second year trying to get through the semester, the principal investigator does not have to worry about using a significant percentage of the grant funds to support the student while the student figures out what to do with his or her life.
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From page 12... ...
in tact, any principal Investigator can request a supplement to a grant tor a minority graduate student or a minority postdoc. There are minority planning grants, and a number of other programs, for a faculty member who needs to get those very important sort of preliminary results that always seem to be required to obtain funding.
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Doyle, Research Corporation: You made some statements regarding affirmative action and then new criteria that would define motivation and other factors that would bring people into the scientific workforce. There is a sensitivity to the term affirmative action.
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From page 14... ...
Faculty constantly worry over this issue because site-visiting committees look at the GRE and GPA scores of students accepted to the program. If students are accepted with low GRE scores, as is often the case for minority students without a tradition of academic achievement, they lower the average, and the fear is that site-visiting committees mark that against you.
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From page 15... ...
I think the use of the term underrepresented groups is quite a bit better, but we are probably not ready to start using this terminology especially in this workshop. We need to be more specific in trying to identify who are truly minorities.
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